000 04745nam a22005895i 4500
001 978-3-030-44195-1
003 DE-He213
005 20210304053420.0
007 cr nn 008mamaa
008 200609s2020 gw | s |||| 0|eng d
020 _a9783030441951
024 7 _a10.1007/978-3-030-44195-1
_2doi
040 _cМУБИС
050 4 _aLC149-161
072 7 _aCFC
_2bicssc
072 7 _aEDU029020
_2bisacsh
072 7 _aCFC
_2thema
082 0 4 _a374.0124
_223
100 1 _aHoover, Wesley A.
_eauthor.
_0(orcid)0000-0003-0019-029X
_1https://orcid.org/0000-0003-0019-029X
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 4 _aThe Cognitive Foundations of Reading and Its Acquisition
_h[electronic resource] :
_bA Framework with Applications Connecting Teaching and Learning /
_cby Wesley A. Hoover, William E. Tunmer.
250 _a1st ed. 2020.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2020.
300 _aXXV, 263 p. 40 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aLiteracy Studies, Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education,
_x2214-000X ;
_v20
505 0 _aThe Rationale, Focus, Features , and uses of the Book -- Overview of the Cognitive Foundations Framework -- The Cognitive Foundations of Reading -- The Cognitive Foundations of Reading Acquisition -- Summary of the Cognitive Foundations Framework -- Understanding Reading Development and Difficulty -- Understanding Reading across Writing Systems -- Overview of the Main Tools used in Teaching Reading -- Standards and the Cognitive Foundations Framework -- Assessments and the Cognitive Foundations Framework -- Curriculum and Instruction and the Cognitive Foundations Framework -- Using the Cognitive Foundations Framework to Support Struggling Readers -- Using the Cognitive Foundations Framework to Create Coherence in Reading Practices.
520 _aThis book serves as a succinct resource on the cognitive requirements of reading. It provides a coherent, overall view of reading and learning to read, and does so in a relatively sparse fashion that supports retention. The initial sections of the book describe the cognitive structure of reading and the cognitive foundation upon which that structure is built. This is followed by discussions of how an understanding of these cognitive requirements can be used in practice with standards, assessments, curriculum and instruction, to advance the teaching of reading and the delivery of interventions for students who encounter difficulties along the way. The book focuses on reading in English as its exemplar, but shows how its framework can be adapted to understand the broad cognitive requirements for reading and learning to read in any phonologically-based orthography. It provides a way for reading professionals to think about reading and its development and gives them mechanisms that, coupled with such understanding, will help them link what children must know to become strong readers to what teaching can best provide through the competent use of available tools. In this way, the book will help reading professionals be both efficient and effective in what they provide all their students and be much better equipped to support those students who struggle to learn to read. .
650 0 _aLiteracy.
650 0 _aCognitive grammar.
650 0 _aLearning.
650 0 _aInstruction.
650 0 _aEducational psychology.
650 0 _aEducation—Psychology.
650 1 4 _aLiteracy.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O40000
650 2 4 _aCognitive Linguistics.
_0https://scigraph.springernature.com/ontologies/product-market-codes/N58000
650 2 4 _aLearning & Instruction.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O22000
650 2 4 _aEducational Psychology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O39000
700 1 _aTunmer, William E.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030441944
776 0 8 _iPrinted edition:
_z9783030441968
776 0 8 _iPrinted edition:
_z9783030441975
830 0 _aLiteracy Studies, Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education,
_x2214-000X ;
_v20
856 4 0 _uhttps://doi.org/10.1007/978-3-030-44195-1
942 _2ddc
_cEBOOK
999 _c102252
_d102252